Artifacts+&+Students'+Level+of+Success

Student Artifacts and Level of Success

While reviewing how to make inferences through the use of the quick quiz, the students were able to answer the questions correctly using the SMARTBoard. The students were on level three of comprehension, based on the Comprehension rubric. The students were able to make conclusions from the text and pick out specific details to support their conclusions.

Throughout the Jeopardy game students were able to review and practice making inferences. In order for each team to score points, the small group members needed to write their answers to the Jeopardy questions on a white board. We were able to assess student understanding by the responses on their white boards.

 Some of the questions we used are:  What was the author's purpose of writing "Ben's Bugs Blog"?
 * all groups answered this question correctl

The purpose of the author writing, "Ben decided to make his blog report a bit more exciting" is  A. To show that Ben likes to make things up  B. To show what Ben did to see if anyone was reading his blog  C. To add humor
 *  the group that had this question answered it correctly

 Which detail is more important to the main idea of "Ben's Bugs Blog"?  A. "Ben used to collect samples in bottles and jars  B. "He hoped that, somewhere, someone was paying attention."  C. "Ben loved insects."
 * the group that had this question answered correctly

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> After listening to students' responses and evaluating their answers based on the Comprehension Rubric, we determined that our students are on level three comprehension for inferring. Students used specific details from the story or question to support their inferences about author's purpose or main idea.